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Consistency analysis of Assessment Boards in University Entrance Examinations in Spain

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Consistency analysis of assessment boards in University Entrance Examinations in Spain.pdf(349.42 KB)
Date
2025-06-05
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Authors
Veas, Alejandro ; López Pina, José Antonio
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Publisher
MDPI
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Psicología Evolutiva y de la Educación
DOI
https://doi.org/10.3390/ejihpe15060102
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info:eu-repo/semantics/article
Description
© 2025 by the authors. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/. This document is the Published version of a Published Work that appeared in final form in European Journal of Investigation in Health, Psychology and Education. To access the final edited and published work see https://doi.org/10.3390/ejihpe15060102
Análisis de las pruebas de acceso a la universidad y su relación con PISA: identificación de estándares curriculares y competenciales mediante enfoques psicométricos
Abstract
University entrance examinations (EBAU in Spanish) are a nationwide program for assessing student achievement levels in Spain and determining access to public undergraduate degrees. Considering the need to measure the progress of rater performance, this study analyzes rating data from the June 2018 exam sitting in the Valencian Community, Spain. A total of 54 assessment boards and 3000 students from five public universities were observed. The Many-Facet Rasch Model (MFRM) was used as an extension of the one-parameter Rasch measurement model. All facets involved in analyses (examination board severity, subject difficulty, and group performance) were located on a common underlying linear scale. The results showed large inconsistencies in the rating process, with differences in the severity levels of many subjects both within and between universities. This study may serve as a starting point for a reflective debate on the need to apply better criteria for ensuring the comparability of examination standards in Spain.
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Comparability approach , Correction criteria , Higher education , Many-facet Rasch model , Raters , University entrance examinations
Citation
Eur. J. Investig. Health Psychol. Educ. 2025, 15, 102
URI
http://hdl.handle.net/10201/155654
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